Presentation Overview. These are my slides from iMoot 2013. These will probably not make too much sense without explanation! -----Taking the prize for the worst iMoot pun, this presentation and open discussion looks at how to take the ideas from Professor John Hattie's work "Visible Learning" and put them into a Moodle context. Learning Intentions and Success Criteria By the end of this session you will be able to implement a number of e-learning strategies that will have a marked positive effect on students' learning.

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Getting ahead with Hattie
“Everyone does their best. Do better than your best.”

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Taking the ideas from Professor
John Hattie's work "Visible Learning"
and put them into a Moodle context.

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John Hattie
Visible Learning: A synthesis of over 800 Meta-
Analyses Relating to Achievement
Visible Learning for Teachers: Maximizing Impact on
Learning
240 million kids
800 meta studies
50,000 studies

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Learning Intentions are very clear
Success criteria absolutely obvious
Peer involvement in the task*
Discussion about the task
Significant mount of challenge in the task
*Peer involvement and the individual
excels and wants to do it again.
Learning happens best when.....

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By the end of this session you will be able to
implement a number e-learning strategies
that will have a marked positive eect on
students' learning.
I won't be giving you answers. Expect to contribute
Learning Intentions and success criteria

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10 mins
25 mins
10 mins
15 mins
15mins - Overview of the study
10mins - Examples of factors that have a marked impact on pupil progress
25mins - Collaboration task
10mins - Review

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Findings

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Nearly all teaching strategies have a
positive eect.
Everything works.

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The ones of interest are those that
are above average.

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Computer assisted instruction was shown to
have a positive impact on student progress.
However less than the average eect, of
across thousands of studies.
What are we not doing right?
Example 1

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Teacher subject
understanding doesn't
matter.
Example 2

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Surface level (low level thinking) homework
has a much greater eect then Deep level
(higher level thinking) homework.
If they need to be deep and they don't know or
get stuck, they usually need a teacher.
Example 3

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Standardised thousands of studies
(d - Bench mark)
1.0 ≈⋲ 3 years of progress
0.4 ≈⋲ 1 year of progress
0.2 ≈⋲ 9 months of progress
0 has no eect on progress
Less than 0 has a negative aect on achievement
Methodology
240 million kids
800 meta studies
50,000 studies

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Remember
1.0 ≈⋲ 3 years of progress
0.4 ≈⋲ 1 year of progress
0.2 ≈⋲ 9 months of progress
0 has no eect on progress
Less than 0 has a negative
aect on achievement

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Because the eects for one year
are greater for younger students
expect >0.6, older students >0.3

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What causes little student
progress?

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Eect of homework is small 0.29 (close to 0 in
primary/elementary school)
Homework longer than an hour has a negative eect
on learning
Remember
1.0 ≈⋲ 3 years of progress
0.4 ≈⋲ 1 year of progress
0.2 ≈⋲ 9 months of progress
0 has no eect on progress
Less than 0 has a negative aect on achievement
Example 4

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136 - Retention (keeping a student back a year) -0.16
137 - Television (too much at home) -0.18
138 - Mobility (lack of) -0.34
Remember
1.0 ≈⋲ 3 years of progress
0.4 ≈⋲ 1 year of progress
0.2 ≈⋲ 9 months of progress
0 has no eect on progress
Less than 0 has a negative aect on achievement
Bottom 3
240 million kids across all the studies

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132 - Student control
(selection) over their learning
0.04 Remember
1.0 ≈⋲ 3 years of progress
0.4 ≈⋲ 1 year of progress
0.2 ≈⋲ 9 months of progress
0 has no eect on progress
Less than 0 has a negative aect on achievement

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121 - Ability grouping 0.12
Remember
1.0 ≈⋲ 3 years of progress
0.4 ≈⋲ 1 year of progress
0.2 ≈⋲ 9 months of progress
0 has no eect on progress
Less than 0 has a negative aect on achievement

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106 - Class size 0.21
Remember
1.0 ≈⋲ 3 years of progress
0.4 ≈⋲ 1 year of progress
0.2 ≈⋲ 9 months of progress
0 has no eect on progress
Less than 0 has a negative aect on achievement

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1 - Students Self-reporting grades (they are brilliant at predicting it
however often choose a safe level to perform at. 1.44
2 - Piagetian programs 1.28
3 - Providing formative evaluation (student to teacher about how they
(teacher) are doing) 0.90
Remember
1.0 ≈⋲ 3 years of progress
0.4 ≈⋲ 1 year of progress
0.2 ≈⋲ 9 months of progress
0 has no eect on progress
Less than 0 has a negative aect on achievement
Top 3

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Full list of 138 at
http://goo.gl/oU1WJ

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How could we
implement
these strategies
using Moodle?

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http://goo.gl/mhNiW
Time for action visit the link now!

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Are you able to able to implement some e-
learning strategies that will have a marked
positive eect on students' learning?
Did you contribute?
Learning Intentions and success criteria

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1. The mind develops in response to challenges or
disequilibrium so that any intervention must provide some
'cognitive conflict.’
2. The mind grows as we learn to become conscious of, and
take control of, its own processes.
3. Cognitive development is a social process promoted by
high-quality dialogue among peers supported by the teachers.
Something to take away
International Guide to Student Achievement
edited by John Hattie, Eric M. Anderman

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